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Mathematics

The Mathematics Department is a forward thinking and innovative department committed to raising standards in teaching and learning.  All colleagues are hard-working, share an enthusiasm for the subject and inspire each other with new ideas and initiatives.

Aims: To enable students to discover the joy and beauty of Mathematics and to be confident in applying Mathematics in the real world.

The Department aims to enhance the teaching and learning of Mathematics and to inspire and develop mathematical curiosity in students. It is believed that to actively involve the students in their learning will help to foster independence of thought and informed planning. Each teacher endeavours to provide a variety of experiences and activities which encourage creativity, enthusiasm and an excitement for Mathematics.

Curriculum and Assessment Maps

Mathematics

Key Learning Constructs to be developed over the academic year Scheme of Learning

Autumn Term

 Scheme of Learning

Spring Term

 Scheme of Learning

Summer Term
  Learning intentions:

All pupils will become increasingly fluent in the fundamentals of mathematics through varied and frequent practice of the key learning constructs, with progressively complex problems over time. Pupils should have the ability to recall and apply knowledge from previous topics and make meaningful connections between different mathematical concepts.  Please refer to learning journeys to see progression over the year.
Number – to become fluent in a range of numerical methods.

Algebra – to become fluent in a range of algebra techniques.

Geometry – To become fluent in their knowledge of a range of shape and space topics.

Probability and Statistics – To become fluent in data and probability.

Can solve problems by applying their mathematics to a variety of routine and non-routine problems, including breaking down problems into a series of simpler steps.

 Part 1

1. Decimals, powers and BIDMAS

2. Drawing and Calculating Angles

3. Intro to Probability

4. Fractions

5. Introduction to Algebra

 

Part 2

1. Pie Charts

2. Area and perimeter

3. Directed Numbers

4. Expanding Brackets

5. Substitution

6. Co-ordiantes

7. Translation

 Part 3

1. Rounding

2. Averages

3. Prime and HCF/LCM

4. Straight Line Graphs

5. Symmetry and rotation

6. Quadrilaterals properties

7. Solving Equations

 

Part 4

1. Data handling

2. FDP

3. Reflection

4. Travel Graphs & Speed calulation

5. Sequences

6. Constructions

 Part 5

1. Probability and Sample Spaces

2. Area and Perimeter of Circles

3. Solve Harder Equations

4. Area of Other Shapes

5. Ratio

6. Surface area and volume

 
Projects

History of Maths Project

Ice Cream Project

Assessment Pieces

Part 1 Test

Part 2 Test

 Projects

Data Collection Project

Islamic Art Project

Assessment Pieces

Part 3 Test

 Projects

Pair product project

 

Assessment Pieces

Part 4 Test + Recall
Outside the taught curriculum Dr Frost Maths website, Maths Support, UKMT Maths Challenge and Puzzles club
Suggested reading Blockhead: The Life of Fibonacci (Age 7+), Infinity and Me (Age 7+), On a Beam of Light: A Story of Albert Einstein (Age 7+)
Key Learning Constructs to be developed over the academic year Scheme of Learning

Autumn Term

 Scheme of Learning

Spring Term

 Scheme of Learning

Summer Term
  Learning intentions:

All pupils will become increasingly fluent in the fundamentals of mathematics through varied and frequent practice of the key learning constructs, with progressively complex problems over time. Pupils should have the ability to recall and apply knowledge from previous topics and make meaningful connections between different mathematical concepts.  Please refer to learning journeys to see progression over the year.
Number – to become fluent in a range of numerical methods.

Algebra – to become fluent in a range of algebra techniques.

Geometry – To become fluent in their knowledge of a range of shape and space topics.

Probability and Statistics – To become fluent in data and probability.

Can solve problems by applying their mathematics to a variety of routine and non-routine problems, including breaking down problems into a series of simpler steps.

 Part 1

1. Scale Drawings and Bearings

2. Negative numbers and substitution

3. Sequences

4. Brackets and solving equations

5. Decimals and Fractions

6. Pythagoras

7. Drawing Views

Part 2

1. Volume

2. Perfume project

3. Trial and Improvement

4. Transformations

5. Enlargement

6. Stem and leaf

7. Scatter graphs

 

 

 Part 3

1. Plotting Quadratic graphs

2. Percentages

3. FOIL & Solving

4. Factorising

5. Frequency Tables & polygons

6. Basic congruency

7. Angles in a polygon

 

Part 4

1. y=mx+c

2. Solving and Graphing Inequalities

3. Compound measures

4. Probability of Two Events

5. Rounding to Significant Figures and estimating

6. Error Bounds

 Part 5

1. Simultaneous Equations

2. Standard Form

3. . Area/Perimeter of shapes involving Circles
Projects

Perfume Project

Board game project

 

Assessment Pieces

Part 1 Test

Part 2 Test

 

 

 Projects

Egyptian fractions project

Assessment Pieces

Part 3 Test

 Projects

Pins project

 

Assessment Pieces

Part 4 Test

 
Outside the taught curriculum Dr Frost Maths website, Maths Support, UKMT Maths challenge and Puzzles club
Suggested reading Aha! Insight & aha! Gotcha by Martin Gardner (Age 11+)

Entertaining Mathematical Puzzles by Martin Gardner (Age 11+)

My Best Mathematical and Logic Puzzles by Martin Gardner (Age 11+)
Key Learning Constructs to be developed over the academic year Scheme of Learning

Autumn Term

 Scheme of Learning

Spring Term

 Scheme of Learning

Summer Term
  Learning intentions:

All pupils will become increasingly fluent in the fundamentals of mathematics through varied and frequent practice of the key learning constructs, with progressively complex problems over time. Pupils should have the ability to recall and apply knowledge from previous topics and make meaningful connections between different mathematical concepts.  Please refer to learning journeys to see progression over the year.
Number – to become fluent in a range of numerical methods.

Algebra – to become fluent in a range of algebra techniques.

Geometry – To become fluent in their knowledge of a range of shape and space topics.

Probability and Statistics – To become fluent in data and probability.

Can solve problems by applying their mathematics to a variety of routine and non-routine problems, including breaking down problems into a series of simpler steps.

 Part 1

1: Working with number

2: Algebra

3: Indices

4: Statistical diagrams

5. Use of symbols

Part 2

1: Ratio and proportion

2: Straight lines

3. Sequences

4. Statistical Calculations

5. Pythagoras

 

 Part 3

1.      Substitution

2.      Rearranging

3.      Function notation

4.      Measures

5.      Construction and loci

6.      Trigonometry

 Part 4

1.    Representing and interpreting data

2.    Planning and collecting

3.    Indices and surds

4.    Exact trig values

5.    Revision for Year 9 Tests

6.    Angels and properties of shapes

7.    Fractions, decimals and percentages

8.    End of Year Activites
Projects

Rocky Horror Show

Bad Tomatoes

 

Assessment Pieces

Part 1 Test

Part 2 Test

 

 Projects

Tubes Investigation

 

Assessment Pieces

Part 3 Test

 Projects

Counting squares

Assessment Pieces

Year 9 Maths exams -2 papers:

1 Calculator

1 non-calculator

 

 
Outside the taught curriculum Dr Frost Maths website, Maths Support, UKMT Maths challenge and Puzzles club
Suggested reading

Mathematics, Magic and Mystery by Martin Gardner (Age 12+)

The Math Book by Clifford A Pickover (Age 12+)

Why do Buses Come in Threes? by Rob Eastaway and Jeremy Wyndham (Age 13+)
OCR GCSE 9 – 1

Specification J560

https://www.ocr.org.uk/Images/168982-specification-gcse-mathematics-j560.pdf

 Scheme of Learning

Autumn Term

 Scheme of Learning

Spring Term

 Scheme of Learning

Summer Term
  Learning Intentions:

All pupils will develop: a sound understanding of all concepts; fluency in procedural skill; competency to apply mathematical skills in a range of contexts and confidence in mathematical problem solving. Pupils should also have the ability to recall and apply knowledge from previous topics and make meaningful connections. Please refer to learning journeys to see progression over the year.
A01

Use and apply standard techniques (40%)

A02

Reason, interpret and communicate mathematics (30%)

A03

Solve problems within mathematics and in other contexts (30%)

 Part 1

1. Straight line Graphs

2. Set Theory

3. Transformations

4. Inequalities

5. Similarity

6. Congruency

 

Part 2

1. Simultaneous Equations

2. Vectors

3. Circle Theorems

 

 4. Sampling

5. Scatter diagrams and time Series

 

Part 3

1. Algebraic Manipulation

2. Perimeter, area, volume and 2-D representation

3. Trial and Improvement

4. Probability

5. Factorising

End of Year Exam Revision

 

Review and Recap

 

Part 4

1. Measures

2. Standard form and using a calculator

3. Percentage Change

4. Similarity

5. Graphs
Project

Maximum Box Project

 

Assessment Pieces

Part 1 Test

 

 Project

Octagonal Loop Project

 

Assessment Pieces

Part 2 Test

 Project

Diversity in Maths

Assessment Pieces

End of year Exams X2

Based on all work from year 9/10
 

Outside the taught curriculum

 Dr Frost Maths website, Maths Support, UKMT Maths Challenge and Puzzles club
 

Suggested reading

 

The Monty Hall Problem: Beyond Closed Doors by Rob Deaves (Age 14+)

The Liar Paradox and the Towers of Hanoi: 10 Greatest Math Puzzles of All Time by Marcel Danesi (Age 14+)

The Number Mysteries by Marcus du Sautoy (Age 14+)
OCR GCSE 9 – 1

Specification J560

https://www.ocr.org.uk/Images/168982-specification-gcse-mathematics-j560.pdf

 Scheme of Learning

Autumn Term

 Scheme of Learning

Spring Term

 Scheme of Learning

Summer Term
  Learning Intentions:

All pupils will develop: a sound understanding of all concepts; fluency in procedural skill; competency to apply mathematical skills in a range of contexts and confidence in mathematical problem solving. Pupils should also have the ability to recall and apply knowledge from previous topics and make meaningful connections. Please refer to learning journeys to see progression over the year.
A01

Use and apply standard techniques (40%)

A02

Reason, interpret and communicate mathematics (30%)

A03

Solve problems within mathematics and in other contexts (30%)

 Part 1

1. Recap y10 part 4

–        Percentages

–        Similarity

–        Graphs

2. Solving Quadratic Equations

Part 2

1. Further Trigonometry

2. Algebraic fractions

3. Three-dimensional geometry

4. Proof

 Part 3

1. Trig graphs and Transforamtion 2. Equations of motion

3. Further Graphs

4. Simultaneous equations

5. Proportion and variance

6. Further Area and Volume

7. Further Probability

 Recap and Revision

Past Paper Practice

 
Assessment Pieces

Part 1 Test 

Mock Exams

Non Cal Paper and Calculator Paper– based on a selection of 9/10/11 work

 Project

Book Club or Dice Game

 

Assessment Pieces

Mock Paper 3

 Assessment Pieces

GCSE Exams
Outside the taught curriculum Dr Frost Maths website, Maths Support, UKMT Maths Challenge and Puzzles club
 

Suggested reading

 

The Music of the Primes by Marcus Du Sautoy (Age 14+)

Journey Through Genius: The Great Theorems of Mathematics by William Dunham (Age 14+)

The Mathematical Universe: Alphabetical Journey Through the Great Proofs, Problems & Personalities by William Dunham (Age 14+)
AQA

Specification 7357

https://www.aqa.org.uk/subjects/mathematics/as-and-a-level/mathematics-7357/specification-at-a-glance

 

 Scheme of Learning

Autumn Term

 Scheme of Learning

Spring Term

 Scheme of Learning

Summer Term
  Learning Intentions:

All pupils will develop: a sound understanding of all concepts; fluency in procedural skill; competency to apply mathematical skills in a range of contexts and confidence in mathematical problem solving. Pupils should also have the ability to recall and apply knowledge from previous theory, see the links between the different areas of mathematics and apply their skills across all areas.
A01

Use and apply standard techniques (50%)

A02

Reason, interpret and communicate mathematics (25%)

A03

Solve problems within mathematics and in other contexts (25%)

 Part 1 – Pure 1

1. Problem Solving

2. Surds and Indices

3. Quadratic Equations

4. Polynomials

5. Using Graphs

Part 2 – Pure 2

1. Coordinate Geometry

2. Logs

3. Exponential Models

4. Binomial Expansion

 Part 3 – Statistics

1. Working with Data

2. Probability

4. The Binomial Distribution

5. Hypothesis Testing

Part 4 – Pure 4

1. Trigonometric Function

2. Triangle Geometry

3. Differentiation

4. Applications of Differentiation

5. Integration

 Part 5 – Mechanics

1. Vectors

2. Kinematics

3. SUVAT

4. Forces and Newton’s Laws

 

Revision for End of Year Exams

4. Objects in Contact

Review and recap of year 12

Start Year 13 SOL

Part 1 – Pure

1. Functions
Assessment Pieces

Baseline Test

Part 1 Test

Part 2 Test

 

Project

Investigative Essay Project

 Assessment Pieces

Part 3 Test

Part 4 Test

 Assessment Pieces

End of Year 12 Exams
Key vocabulary      
 

Outside the taught curriculum

 Dr Frost Maths website, MEI Integral resources – individual login, Maths Support, UKMT Maths Challenge and Puzzles club
 

Suggested reading

 

Gödel, Escher, Bach: An Eternal Golden Braid by Douglas Hofstadter (Age 16+)

Towards Higher Mathematics: A Companion by Richard Earl (Age 16+)

The Art of the Infinite by Robert and Ellen Kaplan (Age 16+)
AQA

Specification 7357

https://www.aqa.org.uk/subjects/mathematics/as-and-a-level/mathematics-7357/specification-at-a-glance

 

 Scheme of Learning

Autumn Term

 Scheme of Learning

Spring Term

 Scheme of Learning

Summer Term
  Learning Intentions:

All pupils will develop: a sound understanding of all concepts; fluency in procedural skill; competency to apply mathematical skills in a range of contexts and confidence in mathematical problem solving. Pupils should also have the ability to recall and apply knowledge from previous theory, see the links between the different areas of mathematics and apply their skills across all areas.

A01

Use and apply standard techniques (50%)

A02

Reason, interpret and communicate mathematics (25%)

A03

Solve problems within mathematics and in other contexts (25%)

 Part 1

1. Functions (done in y12)

2. Further Algebra

3. Differentiation

4. Trigonometry Radians

Part 2

1. Further Trigonometry

2. Further Differentiation

3. Further Integration

4. Forces and Motion

 Part 3

1. Further Applications of Calculus

2. Differential Equations

3. Probability

4. Statistical Distributions

5. Hypothesis Testing

Part 4

1. Vectors

2. Projectiles

3. Moments and Forces

4. Proof

5. Sequences and Series

6. Numerical Methods

 Part 5

Large data Sets

Recap and Revision For Exams
Assessment Pieces

Part 1 Test

Part 2 Test

 

 Assessment Pieces

MOCK -– Based on all work from y12 parts 1 – 3 y13

P1 – Pure and Mechanics

P2 – Pure and Statistics

 Assessment Pieces

External Examinations

P1 – Pure

P2 – Pure and Mechanics

P3 – Pure and Statistics
Key vocabulary      
 

Outside the taught curriculum

 Dr Frost Maths website, MEI Integral resources – individual login, Maths Support, UKMT Maths Challenge and Puzzles club
 

Suggested reading

 

Algorithmic Puzzles by Anany & Maria Levitin (Age 16+)

The Great Mathematical Problems by Ian Stewart (Age 17+)

How to Think Like a Mathematician by Kevin Houston (Age 17+)

Further Maths

MEI Further Mathematics (B)

Specification H645

https://www.ocr.org.uk/images/308768-specification-accredited-a-level-gce-further-mathematics-b-mei-h645.pdf

 

 Scheme of Learning

Autumn Term

 Scheme of Learning

Spring Term

 Scheme of Learning

Summer Term
  Learning Intentions:

All pupils will develop: a sound understanding of all concepts; fluency in procedural skill; competency to apply mathematical skills in a range of contexts and confidence in mathematical problem solving. Pupils should also have the ability to recall and apply knowledge from previous theory, see the links between the different areas of mathematics and apply their skills across all areas.
Core Pure (50%) + Statistics Major (33.3%), Modelling with Algorithms Minor (16%)

A01

Use and apply standard techniques (50% in all papers)

A02

Reason, interpret and communicate mathematics (30% in Core Pure, 15% in Mechanics, 20% in Statistics and Modelling)

A03

Solve problems within mathematics and in other contexts (20% in Core Pure, 30% in Statistics and Modelling)

 Pure

1.Roots of Polynomial

2.Matrices

3.Complex Numbers

Modelling with Algorithms

1. Algorithms

2. Networks

3. Critical Path Analysis

4. Linear Programming

 Pure

3. Complex Numbers

4. Series and Induction

5. Matrices and Inverses

Modelling with Algorithms

4. Linear Programming

5. Simplex

6. Use of Technology

Statistics a

1. Discrete random variables

2. Probability Distributions

3. Bivariate Data

 Pure

5. Matrices and Inverses

6. Vectors

Statistics a

3. Bivariate Data

4. Chi squared

Recap and Revision for End of Year 12 Exams

 

Start year 13 SOL

Pure

1.Vectors

2.Matrices

3.Integration Standard Results
Assessment Pieces

Pure Test 1 – Parts 1 and 2

Algorithms Test 1 – Parts 1 + 2

 Assessment Pieces

Pure Test 2 – Parts 3 and 4

Algorithms Test 2 – full paper

 Assessment Pieces

End of Year 12 Exams – Pure and Statistics
 

Outside the taught curriculum

 Dr Frost Maths website, MEI Integral resources – individual login, Maths Support, UKMT Maths Challenge and Puzzles club
 

Suggested reading

 

Gödel, Escher, Bach: An Eternal Golden Braid by Douglas Hofstadter (Age 16+)

Towards Higher Mathematics: A Companion by Richard Earl (Age 16+)

The Art of the Infinite by Robert and Ellen Kaplan (Age 16+)
MEI Further Mathematics (B)

Specification H645

https://www.ocr.org.uk/images/308768-specification-accredited-a-level-gce-further-mathematics-b-mei-h645.pdf

 

 Scheme of Learning

Autumn Term

 Scheme of Learning

Spring Term

 Scheme of Learning

Summer Term
  Learning Intentions:

All pupils will develop: a sound understanding of all concepts; fluency in procedural skill; competency to apply mathematical skills in a range of contexts and confidence in mathematical problem solving. Pupils should also have the ability to recall and apply knowledge from previous theory, see the links between the different areas of mathematics and apply their skills across all areas.
Core Pure (50%) + Statistics Major (33.33%), Modelling with Algorithms Minor (16.67%)

A01

Use and apply standard techniques (50% in all papers)

A02

Reason, interpret and communicate mathematics (30% in Core Pure, 15% in Mechanics, 20% in Statistics and Modelling)

A03

Solve problems within mathematics and in other contexts (20% in Core Pure, 30% in Statistics and Modelling

 Pure

Recap of parts 1 – 4 done end y12

5. Polar

6. Complex

7. Maclaurin Series

8. Further Calculus

9. Applications of Integration

 

Statistics b

1. Continuous Random Variables

2. Expectation Algebra and the Normal Distribution

3. Confidence Intervals

 Recap and Revision for Mocks

 

Pure

9. Applications of Integration

10. Hyperbolic Functions

11. Differential Equations

 

Statistics b

4. Hypothesis Testing

5. Simulation

 

 

 Pure

12. Vectors

Recap and Revision for Exams

 
Assessment Pieces

Mock 1 Pure and Stats A

Assessment Pieces

Mock 2 – Pure and Modelling

Mock 3 – Pure and Stats B

 Assessment Pieces

External Examinations
 

Outside the taught curriculum

 Dr Frost Maths website, MEI Integral resources – individual login, Maths Support, UKMT Maths Challenge and Puzzles club
 

Suggested reading

 

Algorithmic Puzzles by Anany & Maria Levitin (Age 16+)

The Great Mathematical Problems by Ian Stewart (Age 17+)

How to Think Like a Mathematician by Kevin Houston (Age 17+)

Further information

The Mathematics Department consists of the following staff:

  • Mrs L Osborne (Head of Department)
  • Mrs L Stringer (Second in Department)
  • Mrs J Kendall (Deputy Head)
  • Mr P Crockford
  • Ms M Waqar
  • Mrs P Kaur
  • Mr C Twine
  • Mr S Rahman
  • Mrs L Akbarzzadeh
  • Mrs Danti
  • Mrs Sinha

The department has eleven full time Teachers of Mathematics, one of whom holds responsibility as a Deputy Head. All work together extremely well as a team and are very supportive to the Head of Department. Under the direction of the Head of Department members share responsibility for the progress of students throughout Key Stage 3, Key Stage 4 and the Sixth Form.  The second in department is responsible for coordinating and overseeing KS3.

KS3

In Year 7 and 8 pupils are taught in six equal ability groups of 32 students. The Mathematics Department has written its own comprehensive scheme of work in line with National Guidelines but with a considerable amount of extension material. In addition, students complete a number of projects and enrichment activities to help them improve their problem-solving skills in Mathematics. All the pupils follow the same scheme of work and are tested on a regular basis throughout the year via a range of formative end of topic tests and summative end of unit tests.

In Year 9 students are taught in seven equal ability groups of 27/28 and continue to follow the national curriculum but are also extended by starting the OCR Specification J560 GCSE course. The scheme of work is based on the content of the Essential Maths Higher GCSE textbook but is supplemented with other material where necessary. Students continue to complete a number of projects and enrichment activities and to be tested via a range of formative summative tests. The results from the summative tests and the end of year examination are used in the setting process for Year 10.

All KS3 students have access to an online textbook and homework book which can be used for additional practice. They also have a unique login to the Dr Frost online resource where they can access videos and practice questions for each topic in line with our scheme of learning via their year group courses.

https://library.elmwoodeducation.co.uk/accounts/login/?next=/dashboard/

https://www.drfrostmaths.com/index.php

KS4

In Year 10 and Year 11 students are taught in ability sets with each set covering the same scheme of work. The lower sets have a smaller number of pupils so they are able to receive more individual help where necessary.

As with KS3, students complete a number of projects and enrichment activities and continue to be tested via a range of formative summative tests.

All students take the same tests throughout the year and the same end of year examination. These papers will be of the style of the GCSE papers and will contain actual GCSE questions. The results from year 10 are used to adjust the setting for Year 11. It is departmental policy not to make unnecessary changes to the teaching groups at this time as continuity with the same member of staff is considered to be important, however changes in sets will be made if it is deemed to be beneficial to the student.

Students in set 1 and 2 will be extended beyond the GCSE specification using material from the OCR Additional Mathematics Qualification (FSMQ) to help to bridge the gap with A level.

All KS4 students have access to an online textbook and homework book which can be used for additional practice. They also have a unique login to the Dr Frost online resource where they can access videos, practice questions and online tests for each topic in line with our scheme of learning via their year group courses.

https://library.elmwoodeducation.co.uk/accounts/login/?next=/dashboard/

https://www.drfrostmaths.com/index.php

Results at GCSE are consistently excellent.

Sixth Form

Mathematics is an extremely popular option in the Sixth Form. Usually there are a hundred or more girls who study A Level Mathematics and a further 15 who also study Further Mathematics. We follow the MEI Structured Mathematics Specification H645 for Further Mathematics and AQA Mathematics Specification 7357 for Mathematics A Level. There are five teaching groups who study the single A Level. Those students who choose to study Further Mathematics form a separate teaching group.

In KS5, students complete an initial enrichment project and continue to be tested via summative assessments at the end of each unit of work, each of which contribute to their UCAS predictions.

Students are encouraged to follow a structured study schedule to help them utilise their study periods.

All KS5 students have access to an online textbook which can be used for additional practice. They also have a unique login to the Integral online resource where they can access a wide range of videos, additional notes and examples, crucial points, additional exercises and online tests for each topic in the course.

https://my.integralmaths.org/login/index.php

Results at both single A Level and Further Mathematics A Level are consistently excellent.

Rooming/Resources.

The Department has seven teaching rooms in the main building. All rooms have a computer, ceiling mounted projector and eBeam software so the whiteboard can be used interactively. In addition, the computer network throughout the school allows pupils access to a wide variety of mathematics software. All girls in the Sixth Form who study mathematics are advised to purchase their own graphical calculator for individual use. We use an extensive range of mathematics software on a daily basis for class demonstrations and individual use by students.

In Mathematics, you can best help by being interested and encouraging your daughter to talk about the work in which she is currently engaged.

Whenever possible, you should encourage your child to:

  • Read the teacher comments on written work and act upon them.
  • Review their work frequently.
  • Use the text book to consolidate classroom learning.
  • Follow the advice given in their purple assessment book, assessment sheets clearly highlight specific topics for improvement.
  • Make revision materials at the end of each topic.
  • Speak to their class teacher if further explanations or help is needed.
  • Attend Maths support that runs once a week at lunchtime.
  • At GCSE and A level, work through lots of past papers before the examinations and carefully read the mark schemes and examiner’s report.
  • Make use of the revision materials on the maths teams
  • At A Level follow the structured study schedule

For Further Support:

Dr Frost online resource has a wide range of videos, practice questions and online tests for each topic in line with our scheme of learning via their year group courses.

https://www.drfrostmaths.com/index.php

Individual login details can be found in the front of their orange books

The department has enjoyed a great deal of success at GCSE and A Level.  Results have been excellent and consistent over many years at all levels and the large number of girls choosing to study mathematics in the Sixth Form has been maintained due to the high success rate at GCSE.  Many of the girls have gone on to study Mathematics or Mathematics related courses at university, including Oxford and Cambridge. Mathematics can open the door to some very exciting degree courses and careers….

Contact us…

King Edward VI Handsworth School,
Rose Hill Road, Birmingham B21 9AR

T: 0121 554 2342

E: office@kingedwardvi.bham.sch.uk

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